The Applications of Constructivist Learning Theory and Social Learning Theory on Adult Continuous Development

Abstract

This article is a conceptual research on the applications of constructivist learning theory and social learning theory, along with the impact of technological development, globalization, and demographic change, on continuous development of adult learners. In constructivist learning theory practice, learners are self‐directed and construct knowledge via personal experiences while instructor should act as a mentor. However, to social learning theory, instructor is a role model to learners, and the learners learn through vicarious experiences in a social context. Social interaction and human relation are two major components in applying these two adult learning theories in adult learning and vocational training settings. Hereby, an application matrix of constructivist learning theory and social learning theory was developed for adult educators’ and training professionals’ practice.

The effectiveness of teachers’ written and verbal corrective feedback (CF) during formative assessment (FA) on male language learners’ academic anxiety (AA), academic performance (AP), and attitude toward learning (ATL)

“…More importantly, providing appropriate feedback by the teachers can help learners distinguish their mistakes which, in turn, not only helps them overcome their language learning difficulties more efficiently but also decrease their anxiety. This finding is consistent with the results of the prior studies (Chuang, 2021;Gardner, 2004;Heckel et al, 2021;Kodal et al, 2022;Yang et al, 2021). Furthermore, Rahman et al (2021) believed that verbal and non-verbally feedback promotes EFL learners' academic achievement and diminishes their anxiety.…”

Examining Workshops in the Intersection of Formal and Informal Architecture Education: The Case of “Bahar Atölyeleri”

“…Although these education models have different characteristics, it is not possible to say that they are separate and disconnected from each other in terms of learning process. Chuang (2021), who defines learning as an "internal cognitive activity because it depends on the structure of one's knowledge", stated that under the concept of constructivist learning theory, "people construct knowledge from activities and Journal of Design Studio, v:4 spi:2, ICMEK-5 Rethinking Evliyaoglu, F., Gelmez, K., (2022), Examining Workshops in the Intersection of Formal and Informal Architecture Education: The Case of "Bahar Atölyeleri" reflections rather than passively absorb information". In other words, learning can take place through one's own experiences or through a social interaction by sharing knowledge.…”

Job‐embedded professional learning: Facilitating faculty implementation of UDL

“…Building on the idea of the CoP, we use various active learning strategies and small group cooperative learning activities (e.g., think‐pair‐share, jigsaw), which provide regular opportunities for interaction regarding their passion and concern for improving teaching and learning. Importantly, we structure these activities so participants can receive mastery‐oriented feedback, providing it to each other in a collegial and supportive space (Chuang, 2021). The interdisciplinary nature of the cohorts and the CoP format supports honing of knowledge and skill sets.…”